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Teaching Intimate Partner Violence Education: A Quasi-Experimental Study Exploring Gaming and Storytelling
Susan Williams Hall1, Melissa Schwartz Beck
1About the Authors Susan Williams Hall, EdD, RNC-OB, CCE, is an assistant professor, Division of Nursing, Winston Salem State University, Winston Salem, North Carolina. Melissa Schwartz Beck, PhD, RNC-OB, CHSE, CDP, is an assistant professor, East Carolina University College of Nursing, Greenville, North Carolina. Winston-Salem State University provided a research grant of $1,475.83 toward supplies and statistical analysis to complete this study. Dr. Mel Swanson, East Carolina University, provided data analysis for this study. The authors are grateful to Dr. Patricia Crane for her editorial review. For more information, contact Dr. Hall at hallsu@wssu.edu.
Abstract:
The purpose of this quasi-experimental study was to evaluate best strategies for teaching intimate partner violence (IPV) education in an undergraduate community health nursing course. Results suggest gaming was a more effective strategy than storytelling for knowledge acquisition and storytelling was more effective for knowledge retention. IPV-related nursing interventions can impact client outcomes; therefore, education is needed prior to entering the workforce. The evaluation of strategies to improve knowledge acquisition and retention of IPV content is essential to ensure best practices for detection and intervention.
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